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Changing the Impact of Nursing Assistants ’ Education in Seniors ’ Care: the Living Classroom in Long-Term Care

View Article: PubMed Central - PubMed

ABSTRACT

Background: Evidence-informed care to support seniors is based on strong knowledge and skills of nursing assistants (NAs). Currently, there are insufficient NAs in the workforce, and new graduates are not always attracted to nursing home (NH) sectors because of limited exposure and lack of confidence. Innovative collaborative approaches are required to prepare NAs to care for seniors.

Methods: A 2009 collaboration between a NH group and a community college resulted in the Living Classroom (LC), a collaborative approach to integrated learning where NA students, college faculty, NH teams, residents, and families engage in a culture of learning. This approach situates the learner within the NH where knowledge, team dynamics, relationships, behaviours, and inter-professional (IP) practice are modelled.

Results: As of today, over 300 NA students have successfully completed this program. NA students indicate high satisfaction with the LC and have an increased intention to seek employment in NHs. Faculty, NH teams, residents, and families have increased positive beliefs towards educating students in a NH.

Conclusion: The LC is an effective learning approach with a positive and high impact learning experience for all. The LC is instrumental in contributing to a capable workforce caring for seniors.

No MeSH data available.


The building blocks of the Living Classroom
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f1-cgj-20-15: The building blocks of the Living Classroom

Mentions: Over the last six years, the LC has been successful in meeting its objectives. To date, 312 students have graduated. A second LC opened in September 2015, welcoming another 96 students. Over the years, the collaborative has refined its conceptual framework and is now confident that others can benefit from this knowledge. The framework consists of four layers: exploring the potential for the LC, developing the foundations for the LC, implementing the LC, and promoting and sustaining the LC. The layers are represented in 10 building blocks, discussed in further detail in Figure 1.


Changing the Impact of Nursing Assistants ’ Education in Seniors ’ Care: the Living Classroom in Long-Term Care
The building blocks of the Living Classroom
© Copyright Policy
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC5383402&req=5

f1-cgj-20-15: The building blocks of the Living Classroom
Mentions: Over the last six years, the LC has been successful in meeting its objectives. To date, 312 students have graduated. A second LC opened in September 2015, welcoming another 96 students. Over the years, the collaborative has refined its conceptual framework and is now confident that others can benefit from this knowledge. The framework consists of four layers: exploring the potential for the LC, developing the foundations for the LC, implementing the LC, and promoting and sustaining the LC. The layers are represented in 10 building blocks, discussed in further detail in Figure 1.

View Article: PubMed Central - PubMed

ABSTRACT

Background: Evidence-informed care to support seniors is based on strong knowledge and skills of nursing assistants (NAs). Currently, there are insufficient NAs in the workforce, and new graduates are not always attracted to nursing home (NH) sectors because of limited exposure and lack of confidence. Innovative collaborative approaches are required to prepare NAs to care for seniors.

Methods: A 2009 collaboration between a NH group and a community college resulted in the Living Classroom (LC), a collaborative approach to integrated learning where NA students, college faculty, NH teams, residents, and families engage in a culture of learning. This approach situates the learner within the NH where knowledge, team dynamics, relationships, behaviours, and inter-professional (IP) practice are modelled.

Results: As of today, over 300 NA students have successfully completed this program. NA students indicate high satisfaction with the LC and have an increased intention to seek employment in NHs. Faculty, NH teams, residents, and families have increased positive beliefs towards educating students in a NH.

Conclusion: The LC is an effective learning approach with a positive and high impact learning experience for all. The LC is instrumental in contributing to a capable workforce caring for seniors.

No MeSH data available.